Fostering collective intelligence education

New educational models are necessary to update learning environments to the digitally shared communication and information. Collective intelligence is an emerging field that already has a significant impact in many areas and will have great implications in education, not only from the side of new methodologies but also as a challenge for education. This paper proposes an approach to a collective intelligence model of teaching using Internet to combine two strategies: idea management and real time assessment in the class. A digital tool named Fabricius has been created supporting these two elements to foster the collaboration and engagement of students in the learning process. As a result of the research we propose a list of KPI trying to measure individual and collective performance. We are conscious that this is just a first approach to define which aspects of a class following a course can be qualified and quantified.Postprint (published version

Extending CA with AI COAs for Wargaming

NPS NRP Executive SummaryThe objectives of this study is to research and assess the initial stages of the evolution of Human-Machine Teaming (HMT) mission workflows which is focused on transitioning of automation tasks from humans to machines within the context of Interdependency Analysis; a technique which is used as part of a Co-Active Design in the process of digitization of mission workflows such as Fire Support Coordination (FSCn). Also, to study the advanced stage(s) of the evolution of HMT to include Linguistic Geometry, Real-time Adversarial Intelligence and Decision Making (LG-RAID) Courses-of-Action (COA) Wargaming Decision-making (DM) AI functions and what role natural language processing (NLP) plays. In addition, this study will explore the viability of Interdependence Analysis (IA) matrix and NLP in HMT peer-to-peer COAs generation paradigm as opposed to other approaches. Finally, this study will leverage complex Joint Naval Force EABO scenario (UNCLASS) designed by MCWL to explore NLP and LG-RAID COA's distributed agents managing the decision making of operators using various modes of HMT interface of AI run-time execution agents thereby enriching digital workflows.HQMC Plans, Policies & Operations (PP&O)This research is supported by funding from the Naval Postgraduate School, Naval Research Program (PE 0605853N/2098). https://nps.edu/nrpChief of Naval Operations (CNO)Approved for public release. Distribution is unlimited.

Emerging Web-Based Knowledge-Bases: Categories, Trends and Implications for the IS Research Community

The number of electronic knowledge bases on the world wide web is exploding. Organizations and individuals are investing time and resources to build and maintain knowledge bases. However, they have currently have minimal guidance in this effort. Identifying the underlying characteristics of existing knowledge bases and different paths they take for the creation, synthesis and organization of knowledge, is the first step towards determining the best model for designing knowledge bases in the future. In this paper we present an analysis of electronic knowledge bases which have a presence on the WWW and are related to information technology. This work is a preliminary effort in the development of a knowledge base design theory. A total of 38 such knowledge bases were identified and then categorized along two dimensions: Mode of Interaction and Approach for Knowledge Organization . The results show that the majority of current knowledge bases focus on low levels of interaction and give little thought to the organization of their knowledge. At the same time, several knowledge bases with innovative approaches are identified. Taken together, they can serve as models for building more effective web-based knowledge bases which not only capture and disseminate knowledge but leverage information technology to improve the process of knowledge creatio

Improvement Research Carried Out Through Networked Communities: Accelerating Learning about Practices that Support More Productive Student Mindsets

The research on academic mindsets shows significant promise for addressing important problems facing educators. However, the history of educational reform is replete with good ideas for improvement that fail to realize the promises that accompany their introduction. As a field, we are quick to implement new ideas but slow to learn how to execute well on them. If we continue to implement reform as we always have, we will continue to get what we have always gotten. Accelerating the field's capacity to learn in and through practice to improve is one key to transforming the good ideas discussed at the White House meeting into tools, interventions, and professional development initiatives that achieve effectiveness reliably at scale. Toward this end, this paper discusses the function of networked communities engaged in improvement research and illustrates the application of these ideas in promoting greater student success in community colleges. Specifically, this white paper:* Introduces improvement research and networked communities as ideas that we believe can enhance educators' capacities to advance positive change. * Explains why improvement research requires a different kind of measures -- what we call practical measurement -- that are distinct from those commonly used by schools for accountability or by researchers for theory development.* Illustrates through a case study how systematic improvement work to promote student mindsets can be carried out. The case is based on the Carnegie Foundation's effort to address the poor success rates for students in developmental math at community colleges.Specifically, this case details:- How a practical theory and set of practical measures were created to assess the causes of "productive persistence" -- the set of "non-cognitive factors" thought to powerfully affect community college student success. In doing this work, a broad set of potential factors was distilled into a digestible framework that was useful topractitioners working with researchers, and a large set of potential measures was reduced to a practical (3-minute) set of assessments.- How these measures were used by researchers and practitioners for practical purposes -- specifically, to assess changes, predict which students were at-risk for course failure, and set priorities for improvement work.-How we organized researchersto work with practitioners to accelerate field-based experimentation on everyday practices that promote academic mindsets(what we call alpha labs), and how we organized practitioners to work with researchers to test, revise, refine, and iteratively improve their everyday practices (using plando-study-act cycles).While significant progress has already occurred, robust, practical, reliable efforts to improve students' mindsets remains at an early formative stage. We hope the ideas presented here are an instructive starting point for new efforts that might attempt to address other problems facing educators, most notably issues of inequality and underperformance in K-12 settings

IDM: A Methodology for Intranet Design

Organizations have been looking for efficient and effective information communication to create and sustain a competitive advantage. The recent surge in the Web has created new interest in intranets as an alternative for cost-effective and boundaryless information exchange. Amid the interest, one of the problems in develop- ing intranets is a dearth of design methodologies. This article presents an intranet design methodology focusing on the navigation and user-interface designs. Based on various classification schemes such as attribution, the navigation design organizes information into global and local structures using the concepts of metainformation structure and information structure. The user-interface design utilizes Minsky’s frame to map the elements of the metainformation structure and information structure onto the actual user-interface objects

Liberating Structures as Pedagogical Innovation for Inclusive Learning: A Pilot Study in a Norwegian University

Liberating Structures (LSs) are simple and concrete tools that can enhance group performance in diverse organizational settings. They do so by organizing participants in different spatial arrangements and group configurations and by distributing participation and sequencing steps. In this article, we report on a pilot implementation of LS in several classrooms of a business school in a mid-sized Norwegian University. Our research is centred around four guiding research questions to gauge students’ experience of LS, including their sense of inclusion, engagement and LS’ pedagogical effectiveness. A mixed-methods approach was employed, including a quantitative survey, participant observation and debriefing conversations and informal interviews with instructors and students who experienced LS. An exploratory survey instrument was employed to measure the various attributes of LS, and four dimensions were identified and validated. Our findings suggest that LS are easy to implement, help increase participation, have the potential to enhance learning and can represent an effective pedagogical alternative to traditional lecture-centred classrooms. Our pilot study suggests that LS hold the creative potency to enhance both the instructor pedagogical experience and the student learning experience. By identifying the limitations of our pilot study, we call for more rigorous assessments of LS in the future.acceptedVersio

Facing the Interface

Ausgangspunkt dieser Arbeit ist die Feststellung, dass sich heutige Ordnungen des Wissens, der Erfahrung und der Kommunikation zunehmend entlang der Performanz digitaler Technologien, besonders des PCs, aufspannen. Die Mensch-Computer-Interaktion ist ein omnipräsentes und soziokulturell höchst relevantes Phänomen. Untersuchungsgegenstand ist daher jene Instanz, welche den Computer erst zum Medium für die Masse avancieren ließ indem sie dessen technische Funktionen allgemein zugänglich machte - die grafische Benutzeroberfläche. Seit der Kommerzialisierung des PCs in den 80er Jahren und besonders durch die Verbreitung des World Wide Web ab den 90er Jahren bedingt und prägt sie wesentliche Praktiken der digitalen Alltagskultur. Neben der Betrachtung ihrer konstitutiven Elemente und den dadurch etablierten Konventionen der Mensch-Computer-Interaktion beschäftigt sich die Arbeit mit der historischen Entwicklung der grafischen Benutzeroberfläche. Der Fokus liegt dabei auf einer ideengeschichtlichen Darstellung des Verlaufs der Mensch-Computer-Interaktion seit ihren Anfängen, den Kontinuitäten und Brüchen sowie der Erörterung markanter hard- und softwaretechnischer Innovationen der Benutzerschnittstelle.This paper´s starting point is the observation that today´s orders of knowledge, experience and communication increasingly unfold around the performance of digital technologies, especially the PC. Human-Computer-Interaction is an omnipresent und sociocultural extremely relevant phenonemon. The object of investigation is therefore the very instance which caused the computer to become a massmedium through making its technical functions accessible to the public - the graphical User-Interface. Since the PC´s commercialisation in the eighties and especially since the rise of the World Wide Web in the nineties it determines and coins essential practices of everyday digital culture. Besides considering its constitutive features and the thereby established conventions of Human-Computer-Interaction, the paper deals with the historical development of the grafical User-Interface. It focuses on the progress of Human-Computer-Interaction´s history of ideas since its beginning, the continuities and discontinuities and considers distinctive hard- and softwaretechnological innovations of the User-Interface